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go, class, go using Dr. Seuss Tamby Allman, Ed.D., wrote most of this article while serving as a in early reading teacher of deaf students in a kindergarten/first grade, instruction self-contained classroom with the Low Incidence Cooperative Agreement in Highland Park, Illinois. She’s currently a By Tamby Allman reading specialist and is trying to incorporate reading research and theory into practice. As I walk into the school building, one of my former students greets Allman welcomes me with a question: “Did you see the new movie, The Cat in the Hat?” comments from other “Not yet,” I reply. “Why not?” he asks. “Remember, before, we read teachers about using many Dr. Seuss books? In first grade? F-U-N!” literature in the classroom and can be contacted at As more and more reading programs make the move from the basal [email protected]. reading series to authentic text, teachers are asking the same question: How do I choose appropriate books for my class? Teachers of students who are deaf or hard of hearing are no exception. A few years ago, I was beginning my own hunt for a good book list. My class was small, but the language abilities and literacy levels of the children varied greatly. I had two kindergartners and five Right:Children,deaf,hard first-graders: one girl and six boys. Three of the children had deaf of hearing,and hearing, parents. Most of the children knew the alphabet, could write their enjoy the names, could read color words and number words, and were beginning patterning of to develop some sight words. During guided reading, they would read language as they read stage 1 level books such as I Like Green(Cartwright, 2000). These Dr.Seuss. books have about 10 pages, and the sentences usually follow a pattern like this: I like green, green peas and green grass where I play. I like green, green frogs and green palm trees that sway. I like green, green grapes and green leaves on a tree. But I wish that green, green spinach wasn’t waiting on a plate for me. Photography by John T. Consoli 28 ODYSSEY SPRING 2004 29 the sign “see-him” or “see-me.” In English we use different pronouns, himand me, and the root of the verb seeremains the same in both sentences. In class, we played with this language in the form of “Who do you see?” A student would choose someone and sign “I see-her” or “She see-me,” then we would write the English coding of what had been signed. The rhyming words that had seemed so worrisome in the staff lunchroom integrated perfectly into lessons in word studies. The children sorted sight words like pinkandwinkand bedand redinto “word families” (Morris, 1992). They enjoyed discovering the similar spelling patterns and began fingerspelling certain words to one another more often. Their favorites, I soon learned, were “N-O” and “G-O!” and “S-O?” They also began to show that they could generalize spelling rules: “If I know how to spell red, then I can figure out how to spell bed.” It was particularly easy when the sign sometimes provided a clue to the initial letter, as inred. Dr. Seuss was also a great introduction to “making words” as suggested by Patricia Cunningham and Richard Allington (Cunningham & Allington, 2003; Cunningham & Cunningham, 1992). In a “making words” activity, students manipulate a small set of letters in order to discover similar letter patterns in different words. I found that Dr. Seuss’s Hop on Pop (1963) lent itself especially well to this activity, with frequently recurring words like all,tall, small,ball,fall, and wall. One issue that continually occurs in early writing is that deaf children often can’t “sound out” an unknown word in the same way hearing children can. Spelling becomes a roadblock to writing, and precious writing and instruction time gets lost as One day at lunch, I told some colleagues I was looking for the teacher manually spells individual words for each student beginner-level books to help my students move to more fluent during writing time. “Making words” helped students reading and increase their growing sight word vocabulary. internalize word families. For example, some students wanted When I said I was thinking about trying the Dr. Seuss books, to write about riding a sled in the first snow of the season, but the reaction was mixed. So much of the joy of Dr. Seuss was the they didn’t know how to spellsled. I said, “Like red, s-l ?” One use of rhymes and nonsense words, my colleagues said. The responded, “I know! E-d. Yeah. S-l- books probably weren’t an ideal choice for my deaf readers. e-d,” and the writing project This worried me, too, but something told me Dr. Seuss was on its way. would work. I’d seen my students picking the books off the A powerful strategy shelves of the library, and I knew that many of them already for increasing fluency had Dr. Seuss books, videos, and toys at home. In other words, and modeling the books met the most important criterion for authentic texts: reading with They appealed to the children. expression is I decided to start with The Eye Book (1968), one of a series in repeated reading which the senses and the parts of the body get the “seussical” (Tierney, treatment. It would make a nice transition from books such as I Readence, & Like Greenbecause the sentences followed a pattern and the Dishner, 1995). pictures matched the text. Repeated reading simply means An Eye for Language reading a passage The Eye Bookbeautifully demonstrates many of the differences several times so that between English and ASL. For example, there’s the line “I see skills are developed to the him. And he sees me.” In ASL, the pronoun himis implied in level of automaticity. Word the directionality of the sign “I-see-him” or “He-sees-me” with 30 ODYSSEY SPRING 2004 recognition and fluency increase and, more important, transfer Integrating Technology to other reading passages. The problem with repeated reading is that students often don’t want to read a passage more than once. But that wasn’t the case with Dr. Seuss. Even “struggling Using Dr. Seuss in early reading instruction provides readers” felt the rhythm and experienced fluency as we read many opportunities to incorporate digital technology. together, “Left foot, right foot, feet, feet, feet. How many, many Besides Dr. Seuss CD-ROMs, several Dr. Seuss Internet feet you meet” inThe Foot Book(1968). Looking at videotapes of sites are available. Seussville, at the class, it strikes me that reading Dr. Seuss became more like www.seussville.com/seussville/games, includes performing before an audience than simply “reading.” It was printable games like Tic-Tac-Toe, word searches, and clear that these beginning readers were becoming more connect-the-dots using numbers. The site also includes confident as they sternly read, “Stop! You must not hop on interactive games like One Fish, Two Fish, and Pop,” then broke into a chorus of giggles. Concentration. Other sites with on-line games include March 2 is the birthday of Theodor Geisel, the remarkable www.eseuss.com and man who wrote as Dr. Seuss, and when our school celebrated, www.unclefed.com/FunStuff/kids/Dr.Seuss.html. my students and I joined in the fun. We decorated our For teachers, several sites offer lesson plans and classroom door with characters from Dr. Seuss and listened to book ideas. One, the librarian read some of our favorite Dr. Seuss books, like The http://atozteacher.stuff.com/lessons/drseuss.shtml, lists Cat in the Hat each Dr. Seuss book and notes numerous teaching (1957). Our class ideas for each book. For example, for The Foot Book, participated students can create a class “Foot Book,” using their with the other own feet to “paint” footprints. first graders in Your school library may own Dr. Seuss books on crafts projects videotape or DVD. They are all captioned. Unfortunately, related to the in “regular education” settings, teachers or librarians books and often assume that if a film is captioned, then the learned fun facts student who is deaf or hard of hearing will have equal about Mr. access to the information presented. But as I learned Geisel. And, of with my class, the captions often go by too fast for course, we made these students, even when the material is specifically green eggs and for younger children. For me, this experience ham! underscored the importance of integrating captioned materials into the classroom curriculum slowly and thoughtfully in any school setting where students who are deaf or hard of hearing are present. References Dr. Seuss. (1957). The cat in the hat. Dr. Seuss. (1968). The foot book. New New York: Random House. York: Random House. Cartwright, P. (2000). I like green. Oxford, England: Rigby. Dr. Seuss. (1960). Green eggs and ham. Morris, D. (1992). Case studies in New York: Random House. teaching beginning readers: The Howard Cunningham, P., & Allington, R. Street tutoring manual. Boone, NC: (2003). Classrooms that work: They can Dr. Seuss. (1960). One fish, two fish, red Fieldstream. all read and write (3rd ed.). Boston: fish, blue fish. New York: Random Allyn & Bacon. House. Tierney, R. J., Readence, J. E., & Dishner, E. K. (1995). Reading strategies Cunningham, P., & Cunningham, J. Dr. Seuss. (1963). Hop on pop. New and practices: A compendium. (1992). Making words: Enhancing the York: Random House. Washington, DC: American invented spelling-decoding Dr. Seuss. (1968). The eye book. New Psychological Association. connection. The Reading Teacher, 46, York: Random House. 106-115. SPRING 2004 ODYSSEY 31